INYI Journal

The INYI Journal is seeking submissions on the lived experiences of children and youth with disabilities and/or their families. The dominant perspectives on young people with disabilities is predominantly understood from a medical model viewpoint. For example, inclusive programming in schools and community settings is concerned with ensuring that young people with disabilities are functioning at aptitudes that are relative to developmental normative standards. This is evident in Canadian school systems where inclusive agendas for young people with disabilities are predominantly centered on fixing their impairments using tiered intervention models. This approach presents a narrow and linear lens on the lived experiences of young people with disabilities. As a result, they experience inequities when accessing post-secondary educational opportunities, community programs, including how they are perceived in public domains (e.g. health and care sector, labour market, school contexts, peer relations, familial expectations, etc.). In addition, children and youth with disabilities who self-identify within more than one equity deserving group (i.e. 2SLGBTQIA+, racialized and Indigenous people, new immigrants) are also often under increased scrutiny to meet Western normative expectations.

See Call for Papers here: INYI-Journal-Call-for-Papers-on-Disability-and-Youth